Social 8 W2-L1and Key - Welcome | ADLC LOR€¦ · Preview/Review Concepts W2 - Lesson 1 Social Studies Grade 8 W2 – Lesson 1: The People of the Sun Reading 1: The Physical Landscape

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Social Studies Grade 8W2 - Lesson 1: The People of the Sun

TEACHER KEY

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Social Studies Grade 8Version 5Preview/Review W2 - Lesson 1

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W1 - Lesson 1 ......................................... Introduction to WorldviewW1 - Lesson 2 ........................... The Expansion of Trade and the ......................................... Development of a Humanist ApproachW1 - Lesson 3 ........................................... The Exchange of IdeasW1 - Lesson 4 ...........................................The Age of ExplorationW1 - Lesson 5 .........................................................................Quiz

W2 - Lesson 1 ............................................ The People of the SunW2 - Lesson 2 .......................................... Spain Looks WestwardW2 - Lesson 3 ...................................................A Deadly MeetingW2 - Lesson 4 ........................................... Changing a WorldviewW2 - Lesson 5 .........................................................................Quiz

W3 - Lesson 1 ................................ Shaping a Unique WorldviewW3 - Lesson 2 ................Japan Under the Shogun & Edo Japan:............................................................................. A Closed SocietyW3 - Lesson 3 ......................Contact and Change in Meiji JapanW3 - Lesson 4 .......................................................Return to RootsW3 - Lesson 5 .........................................................................Quiz

Materials RequiredImportant Concepts of Grade 8 Social Studies

Textbook RequiredWorldviews: Contact

and Change

Preview/Review Conceptsfor

Grade Eight Social Studies

W2 – Lesson 1:

The People of the Sun

Teacher Key

OBJECTIVESBy the end of this lesson, you should

• know the key elements of the worldview of the Aztec civilization prior to the contact with the Spanish

• understand how the Aztec civilization’s worldview infl uenced its choices, decisions, and customs

GLOSSARY aqueduct – a man-made channel

constructed to convey water from one location to another

Aztecs – Native Americans who occupied the territory in central Mexico at the time of arrival of the Spanish

calmecac – a school for the children of Aztec nobility focused on leadership roles in religion, education, law, and the military

calpolli – a subdivision of an Aztec city-state composed mostly of extended kinship groups

chinampa – fl oating islands used by the Aztecs for agriculture

codices – a code or a body of laws

compulsory – when something is not optional

glyphs – an element of writing in which graphic symbols convey information

Huitzilopochtli – the most important god of the Aztecs

Lake Texcoco – a swampy lake once located on the present site of Mexico City

ocelot – a nocturnal wildcat found in Central America

omens – signs that something is about to happen to change the future

quetzal – a brightly coloured bird with a long feathered tail; found in Central America

sacrifi ce – the act of killing to honour a deity

telpochcalli – a school for commoners focused on military and the trades

Tenochtitlan – the capital city of the Aztecs

tribute – a payment for protection by one nation or society to another

GLOSSARY continued…

warrior society – a society centred on warfare that insists each male receive basic military training from an early age

Developed by Alberta Distance Learning Centre ................................................................................................................................................................. 1

Preview/Review Concepts W2 - Lesson 1 Social Studies Grade 8

W2 – Lesson 1: The People of the Sun

Reading 1: The Physical Landscape

At the time of the European Crusades, the Aztecs of North America faced droughts and wars with their neighbours. One day, an Aztec priest reported having a vision from Huitzilopochtli, one of the Aztec gods. In the vision, Huitzilopochtli told the priest that the Aztecs had to go south until they saw an eagle sitting on a cactus with a snake held in its talons. For many years, the Aztecs wandered south looking for the image from the vision.

During the time the Black Death was raging throughout Europe, the Aztecs had wandered into central Mexico. There they met new enemies and were driven into the surrounding swamps. On an island in the middle of the largest swamp, they saw an eagle perched on a cactus. As the eagle opened its wings, the Aztecs saw a snake grasped in its talons. The Aztecs immediately knew that this was the place of their new home. Within a few years, the Aztecs had built a city they called Tenochtitlan.

By the time Christopher Columbus landed on the islands of the Caribbean, the Aztecs had become the most powerful civilization in Central America.

To learn more about how geography and the Aztec religion helped shape the development of Tenochtitlan, read pages 152 to155 in your textbook, Worldviews: Contact and Change. Then complete Activity 1.

Preview/Review Concepts W2 - Lesson 1Social Studies Grade 8

................................................................................................................................................................. Developed by Alberta Distance Learning Centre2

Activity 1: The Physical Landscape

To complete Activity 1, use the provided list of words. Choose the best word(s) to complete each statement. Write the correct word(s) on the lines provided. The words will only be used once, and not all the words will be used. If you are working in a classroom, you may discuss this activity. If you are working individually, complete the activity and check your work with your learning facilitator or teacher.

Aztecs chinampa Lake Chalco physical sacredaqueduct determination Lake Texcoco productive templescauseways fl ood mountains religions food

1. For the Aztecs, the world consisted of two landscapes, the _________________ and the

_________________.

2. The _________________ the Aztecs built to worship their gods were pyramids in the

shape of __________________.

3. The _________________ believed that their god, Huitzilopochtli, led them to the place they lived.

4. To ensure that the Aztecs had plenty of clean drinking water, they built an

_______________ for times of drought.

5. The Aztecs built three _________________ to link the city to the mainland.

6. The Aztecs produced more than enough _______________ to support their population and army.

7. The Aztecs made many changes to their physical geography because of their

____________________ to live in Tenochtitlan.

8. They were able to enlarge the original island by building the _________________.

9. Tenochtitlan was built on ______________ _____________, which was part of a series of fi ve lakes.

physical

sacred

temples

mountains

Aztecs

aqueduct

causeways

food

determination

chinampa

Lake Texcoco



Reading 2: The Sacred Landscape

To understand the Aztec culture, you need to know the important role that religion played in their lives. Aztec religion taught that everything had a spirit or a god. Some gods were more powerful than others.

The Aztecs developed two calendars. One was a solar calendar and the other was a sacred calendar. For many people, one of the more disturbing aspects of Aztec religion was the belief in human sacrifi ce.

To learn more about the role religion played in Aztec society and how the city of Tenochtitlan became the centre of the universe, read pages 158 to 161 and page 163 in your textbook, Worldviews: Contact and Change. Then complete Activity 2.



Activity 2: The Sacred Landscape

This activity is in two parts. The fi rst part requires you to complete a chart on the Aztec gods. The second part is a set of true and false statements. If you are working in a classroom, you may discuss this activity. If you are working individually, complete the activity and check your work with your learning facilitator or teacher.

Part A: Complete the chart below by either identifying the god or the role the god played in the Aztec religion. Use the information on page 159 in your textbook, Worldviews: Contact and Change, to help you with this chart.

Aztec God’s Name Role of the God

Huitzilopochtli

As the god of rain, he could unleash fl oods or withhold rains for years. He was feared because he could control their survival.

Tezcatlipoca

He was the god of wind whose name means “feathered serpent”. He left Mexico after a fi ght with Tezcatlipoca and sailed east. It was said he would return from the east and bring destruction to the Aztec empire.

He encouraged the Aztecs to leave their ancestral homeland and settle in the Valley of Mexico. The Aztecs believed he needed the blood of sacrifi cial victims to give him strength to overcome the night’s darkness.

Tlaloc

He was the most powerful of the gods whose name means “smoking mirror”. He saw visions of the future from a black mirror. He was locked in an eternal struggle with the god Huitzilopochtli.

Quetzalcoatl



Part B: Read each of the following statements carefully. If the statement is true, write T on the line provided. However, if the statement is false, write F on the line provided. Then correctly rewrite the statement to make the statement true.

_______ 1. The Aztecs believed that the gods controlled every aspect of their world, and they looked to the gods for signs about how to live.

_______ 2. The Aztecs believed that all the gods were equal in importance.

_______ 3. The Aztecs developed two calendars: one was a solar calendar and the other was used for agriculture.

_______ 4. The Aztec calendars took 75 years to catch up with each other.

_______ 5. The Aztecs considered human sacrifi ce as the strongest expression of their devotion to their gods.

_______ 6. The Aztecs built the Great Temple on the west side of the Tenochtitlan to honour the gods.

T

F

F

F

T

F

The Aztecs believed that some gods were greater in importance.

The Aztecs developed two calendars: one was a solar calendar and

the other was a sacred calendar.

The Aztec calendar took 52 years to catch up with each other.

The Aztecs built the Great Temple in the centre of Tenochtitlan to

mark the centre of the world.



Reading 3: Expanding the Empire

As the Aztecs searched for their new home, they became a very disciplined, resourceful, and independent people. As the Aztec society grew and prospered, they began to look beyond their borders.

The Aztec society made military service compulsory. The need for human sacrifi ces for their gods resulted fi rst in raids and then in wars with the surrounding societies. As the Aztecs became more powerful, they began to collect tribute from the conquered neighbouring peoples.

The Aztecs used their surplus farm goods to establish trading relations with societies that were considered, at fi rst, too far away to conquer. By the time the Spanish had landed on the east coast of Mexico, the Aztec Empire had grown to become the largest empire in North America.

To understand how the Aztecs established and expanded their empire, read pages 165 to 168 in your textbook, Worldviews: Contact and Change. Then complete Activity 3.



Activity 3: Expanding the Empire

To fi nish Activity 3, you must complete each statement by writing the correct word(s) on the line provided. If you are working in a classroom, you may discuss this activity. If you are working individually, complete the activity and check your work with your learning facilitator or teacher.

1. The Aztecs traded for _____________ _____________ and brightly _____________

______________.

2. Aztec trade merchants often acted as ______________ for the army.

3. The Aztecs were motivated to create a great empire by an ancient _______________

from _____________________.

4. To the Aztecs, the _____________ was more important than any ______________ who lived within it.

5. It was _________________ for an Aztec boy to serve in the military.

6. As the Aztecs conquered their neighbours, they would then collect ______________ from their conquered foes.

7. The Aztecs used ___________ _____________ as a form of currency.

tropical fruits coloured

feathers

spies

prophecy

Huitzilopochtli

society individual

compulsory

tribute

cocoa beans



Reading 4: The Aztec Social Hierarchy

The Aztec emperor was at the top of the social hierarchy, but unlike most of the European societies, a council of noblemen elected the Aztec emperor. Once elected, the emperor was treated as if he were a god. He was provided with a great palace, carried through the streets by servants, dressed in ocelot skins, and obeyed by all members of the society. However, with great privileges came great responsibilities.

Within the Aztec society, there were units called calpolli. These units divided Aztec society into a number of neighbourhoods based on a combination of family members and the work people did.

To learn the responsibilities of the emperor and the role family clans played in Aztec society, read pages 171 to 175 and pages 178 and 179 in your textbook, Worldviews: Contact and Change. Then complete Activity 4.



Activity 4: The Aztec Social Hierarchy

This activity is in two parts. The fi rst part requires you to complete a chart of the Aztec hierarchy. The second part is a set of multiple-choice questions. If you are working in a classroom, you may discuss this activity. If you are working individually, complete the activity and check your work with your learning facilitator or teacher.

Part A: Use Figure 8-2 on page 172 of your textbook, Worldviews: Contact and Change, to complete the following chart.

Aztec Social Hierarchy

Emperor

Nobility andPriests

Merchants, Artisans, Soldiers

Farmers, Fishers, Women

Slaves



Part B: Be sure to read each question carefully. Write the letter of the best answer on the line in front of each question.

_______ 1. The Aztec emperor, as commander-in-chief, needs to be

A. a wealthy noblemanB. an infl uential priestC. a skilled warriorD. a successful merchant

_______ 2. Merchants were the richest ______________ in Tenochtitlan.

A. calpolliB. individualsC. classD. rulers

_______ 3. One of the most important responsibilities of being an Aztec citizen was the ability to

A. donate a certain number of hours to work on projects for the stateB. serve in the militaryC. pay taxesD. sell the products they produced

_______ 4. What bird’s feathers were the most valued by Aztec artisans?

A. Feathers from parrotsB. Feathers from quetzal birdsC. Feathers from parakeetsD. Feathers from minor birds

_______ 5. Which of the following is not one of the ways the Aztecs indicated their position in society?

A. By their clothingB. By their amount of landC. By their jewelleryD. By the size and location of their houses

C

A

C

B

B



_______ 6. The main way an individual moved up in Aztec society was by

A. wearing fancy clothesB. making money from tradingC. marrying into a wealthy familyD. achieving success on the battlefi eld

_______ 7. For the Aztecs, killing an enemy was not as important as

A. expanding their empireB. capturing prisoners for human sacrifi ceC. getting tribute from their neighboursD. establishing new trade agreements

D

B



Reading 5: Aztec Education

Education was very important to the Aztecs. Until the age of 3, Aztec children were pampered. From the age of 3 to their early teens, children were required to work hard and to be obedient to their parents.

Then the children were sent to school. All schooling was free and every child was expected to attend. If your family was wealthy, you went to the calmecac schools. If your family was from a lower class, you went to the telpochcalli schools.

Each school was designed to maintain the Aztec social order. To discover the roles each school played in educating Aztec children, read pages 180 and 182 to 183 in your textbook, Worldviews: Contact and Change. Then complete Activity 5.



Activity 5: Aztec Education

To fi nish Activity 5, you must match each item on the left with its description on the right. Write the letter on the appropriate line to indicate your choice. If you are working in a classroom, you may discuss this activity. If you are working individually, complete the activity and check your work with your learning facilitator or teacher.

______ telpochcalli

______ glyphs

______ eagle

______ calmecac

______ women

______ Aztec math

A. had little political power

B. a school for noble children

C. based on fi ngers and toes

D. a prestigious military order

E. a school for commoners

F. a writing system of pictures

E

F

D

B

A

C



Reading 6: Aztec Citizenship

The Aztecs believed that the society was more important than the individual. For the Aztecs, the ideal good citizen was an individual who was honest and obedient. The Aztec society focused on producing citizens who would contribute to the community.

The codices of Aztec law protected Aztec people’s rights and provided them with a system of justice.

Read pages 185 and 187 to 190 in your textbook, Worldviews: Contact and Change, to discover how the Aztecs valued citizenship and to learn about the system of law they developed for all members of the Aztec society. Then complete Activity 6.



Activity 6: Aztec Citizenship

Answer the following questions in complete sentences. If you are working in a classroom, you may discuss the questions as a group. If you are working individually, write your answers on the lines provided and check your work with your learning facilitator or teacher.

1. Identify and explain three of the virtues the Aztecs believed were part of the makeup of an ideal citizen.

2. What is the role of the legal system in Aztec society? How were nobles treated if they broke the law?

3. How were decisions made in the Aztec court system? What course of action could people take if they were not satisfi ed with a verdict in court?

Students should have three of the following points in their responses.

• Courage was expected in dealing with hardships; this helped make thearmy strong.

• Self-sacrifi ce was expected for the good of the society.

• People were to be modest about their achievements.

• People were expected to keep themselves healthy and live a clean life.

• Everyone was expected to obey superiors without question; this preserved social order.

• The legal system protected the rights of citizens. It reminded people of

their responsibilities to be honest and obedient. It maintained order

in the Aztec society.

• Nobles were held to a higher standard and often were judged more

harshly than commoners.

• Aztec judges based their decisions on the evidence presented to them.

• People could appeal court decisions to the high court and perhaps

even to the emperor himself.



4. Why did slaves in Aztec society have rights? Identify one example of a slave’s rights.

5. What are the two things people should remember about how the Aztec viewed slaves?

• Slaves in Aztec society were given rights because the Aztecs realized that

the slaves performed much of the work that needed to be done.

• Examples of rights include: Nobles could be executed if they beat a slave

so severely that the slave died. Also, slaves could win their freedom if they

escaped the marketplace and ran to the emperor’s palace.

• The Aztecs did not believe slavery was shameful. It was more a matter of

bad luck.

• They did not consider slavery to be a permanent condition. Slaves could

keep their property, have their own slaves, and their children were born

free.



W2 – Lesson 1: People of the Sun Review Assignment

Complete pages 17 to 19 as your review assignment for this lesson. If you are working in a classroom, you may be reviewing this together. If you are working individually, complete the assignment and check your work with your learning facilitator or teacher. Use your notes and work from this lesson to help you. This assignment is worth 25 marks.

Section A: Fill-in-the-Blank

Complete each of the following sentences by writing the correct word(s) on the lines provided. This section is worth 15 marks.

1. The mountains around Tenochtitlan gave the Aztecs a sense of __________________.

2. The Aztecs did not have ________________, so punishment for serious crimes was often death.

3. Aztec society was organized into units called _________________.

4. The quality of one’s ________________ determined his or her position in Aztec society.

5. The Aztec _______________ calendar consisted of 260 days.

6. The Aztecs math system was based on the number _____________.

7. Instead of letters, the Aztec used a system of pictures called _________________.

8. All Aztec schools provided _______________ training to assist in the defense of the Aztec state.

9. If slaves escaped and ran to the emperor’s palace, they would immediately win

their _________________.

10. Nobles who beat a slave to death could be __________________.

11. Military service was ___________________ among the male Aztecs.

12. Cocoa beans, the basis of __________________, were important to the Aztecs.

13. Most Aztec temples were built in a ______________ shape to resemble _____________ mountains.

14. The main objective of the Aztec warriors was to take prisoners who could be

________________ to honour the gods.

security

prisons

calpolli

clothing

sacred

20

glyphs

military

freedom

executed

compulsory

chocolate

pyramid sacred

sacrifi ced



Section B: True or False

Read each of the following statements carefully. If the statement is true, write T on the line provided. However, if the statement is false, write F on the line provided. Then correctly rewrite the statement to make the statement true. (5 marks)

_______ 1. The Aztec emperor’s title, Huey Tlatoani, meant “Great Warrior”.

_______ 2. Tenochtitlan was divided into four sections. Each section symbolized a direction.

_______ 3. By the time the French arrived in 1519, the Aztec empire was at its height and was the largest in North America.

_______ 4. An Aztec warrior could immediately advance his social status by killing four enemy warriors.

_______ 5. Aztec women had little political power.

F

T

F

F

T

The Aztec emperor’s title meant “Great Speaker”.

By the time the Spanish arrived in 1519, the Aztec empire was at its

height and was the largest in North America.

An Aztec warrior could immediately advance his social status by

capturing four enemy warriors.



Section C: Short Answer

Answer the following questions in complete sentences. The value of each question is indicated at the end of the question. This section is worth 5 marks.

1. The Aztecs realized that slaves were important to perform necessary work. For these reasons, the Aztecs had laws to protect a slave’s rights. Identify two rights that slaves had. (2 marks)

2. The Aztec society was organized around units. What was the name of these units? How did the units affect the members living within the unit? (3 marks)

Total: ___________25 marks

Possible student answers can include any two of the following.• Nobles could be executed for beating a slave to death.• If a slave escaped and reached the emperor’s palace, he would be freed.• Slaves could keep property.• They could be returned to freedom if they paid their debts.• Children born to slaves were free.• They could own slaves.

Students should receive one mark for naming the unit and one mark each for any two effects mentioned.

Aztec society was organized into units called calpolli.

• The calpolli owned the land where members lived and farmed.• The calpolli elected a captain and a council.• The council assigned land and houses to residents and collected taxes.• The council ensured that the neighbourhood was kept clean, the streets

were washed, and that buildings were painted and maintained.• The members felt they had some political power through the election of

local leaders.



The People of the Sun Bonus Crossword Puzzle

Use the clues below to identify the word(s) or phrases in the crossword puzzle.

1 2 3

4

5 6

7

8

10

11 12

13

14

15

16

17

Across

1. occupied the territory in central Mexico5. a society in which young boys receive basic

military training7. signs that show a change is about to happen10. a school for commoners11. a swampy lake13. payment for protection by one nation to

another15. a nocturnal wildcat17. a school for the children of Aztec nobility

Down

2. fl oating islands used for agriculture3. the most important god of the Aztecs4. a brightly-coloured bird6. the capital city of the Aztecs8. a subdivision of an Aztec city-state9. killing to honour a god12. a channel constructed to convey water14. a body of laws16. graphic symbols

A Z T E C S H

H U Q

W A R R I O R S O C I E T Y U

N T E O M E N S

A Z N T

M C I O Z

P A L C S A

A T E L P O C H C A L L I

P P T C

L A K E T E X C O C O I R

Q L C T R I B U T E

U C L H L F

O C E L O T O I T I I

D D L N C

U G I I E

C A L M E C A C

T Y E

P S

H

S

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Social 8 W2-L1and Key - Welcome | ADLC LOR€¦ · Preview/Review Concepts W2 - Lesson 1 Social Studies Grade 8 W2 – Lesson 1: The People of the Sun Reading 1: The Physical Landscape